UWGB Psych Faculty created funny videos to illustrate and describe particular concepts in psychology. You can watch them below and vote for the winner before Wednesday, March 27th, at 8pm). You can vote in the poll on The Psych Report, on Twitter, and on Facebook.
Black Cat Magic (w/Dr. Kris Vespia)*
*Make sure to check out her blooper real below.
A Look at Ryan’s Brain: A Journey into the Neuroscience Lab (w/Drs. Cowell and Martin)
This is how I teach: Snow day edition (w/Dr. Georjeanna Wilson-Doenges)
LIVE from the Cwing (w/Drs. Holstead, Senzaki, and Cupit)
Chu, T. L., Zhang, T., & Hung, T. (in press). Motivational profiles in table tennis players: Relations with performance anxiety and subjective vitality. Journal of Sports Sciences. doi:10.1080/02640414.2018.1488517
This studies focus was on what made up the motivational profiles of a sample of table tennis players, comprised of gender, country, training status, and their competitive level (from recreational leagues to international) as well as to compare, within the motivational profiles, the differences in performance anxiety and subjective vitality.
Chu TL, Martin SB, Petrie TA, Greenleaf C. Relations between sociocultural pressures and weight control behavior among early adolescent boys. Psychol Schs. 2018;1–13. https://doi.org/10.1002/pits.22212
This study examined the frequency of weight control behaviors in early adolescent boys based on ethnicity and grade level as well as the sociocultural pressures to try to lose weight, gain weight, exercise, and diet to see if that could predict WCB’s (or working cell bank).
Chu, T. L., & Zhang, T. (2018). Motivational processes in Sport Education programs among high school students: A systematic review. European Physical Education Review, 24, 372 394.doi:10.1177/1356336X17751231
Within this systematic review, Drs. Chu and Zhang focused on the motivational processes in a Sport Education curriculum and found that through their theoretical frameworks—self-determination theory and achievement goal theory—Sport Education has a positive influence on motivation that is consistent across different environments, and that diverse educational settings need to be examined for possible differences in the impacts of motivation on Sport education programs.
Martin, R. C. (2018). Anger in the classroom: How a supposedly negative emotion can enhance learning. In H.L. Schwartz & J. Snyder-Duch (Eds.), Teaching and Emotion: New Directions for Teaching and Learning, 153, 37-44.
This chapter describes some of the common reasons why teachers become angry (e.g., students failing to follow directions, students being disrespectful) and outlines different approaches to using that anger in a productive way.
Weinschenk, Aaron, Costas Panagopoulos, Karly Drabot, and Sander van der Linden. Forthcoming. “Gender and Social Conformity: Do Men and Women Respond Differently to Social Pressure to Vote?” Social Influence.
We re-analyzed data from a large-scale field experiment (N=344,084) on voter turnout in order to determine whether men and women respond differently to social pressure aimed at voter mobilization. On the whole, our analyses confirm prior findings that social pressure increases voter turnout but uncover little to no evidence of gender differences in receptivity to social pressure cues in the context of political participation.